Grammar school teacher practicum 101

About the cohort

This cohort is designed for grammar school teachers who are new to teaching or experienced teachers who are looking for guidance in best practices in the classroom.  Each discussion will provide strategies that are ready for implementation over the course of the year. The course will also feature wisdom and insight from a variety of veteran teachers through sharing what they wish they would have known when they started.

Meeting Dates and Times: Begins September 6th, then every 3rd Tuesday of the month at 7 pm.

Meet Your Cohort Leader​

Rachel Greb has been involved in education for two decades as a homeschooling parent, teacher, and administrator, including helping launch and lead a JK-12 classical Christian school in Michigan. She credits Homer’s Odyssey for awakening her love of classic texts. Rachel holds a B.A. in Christian Studies from Hillsdale College, and an M.A. in Christian and Classical Studies from Knox Theological Seminary. She is currently pursuing an Ed.D. with an emphasis on the history of philosophy of education and the Great Books through Harrison-Middleton University. Rachel and her husband have 5 children (one of whom is married) and one grandbaby. The Grebs recently moved to Richmond, VA, with two of their children, two cats, and a Bernese Mountain Dog named for Thomas Hardy. When Rachel isn’t teaching upper school Humanities at the Veritas School, she enjoys reading, spending time with her family, cooking for friends, and talking about books with other people who also love books.
Rachel Greb
The Veritas School


  • We will be addressing successful tools for a nurturing and peaceful classroom. Specific topics will be developing routines, establishing calm in the classroom, the importance of greeting, making every minute meaningful, and communicating clear expectations.
  • In this module, we will discuss high level view of the year and strategies for covering curriculum that meets administrative expectations and provides a framework for the year.
  • Using the principles from Module 2, we will work through breaking the year down into smaller segments, discuss different examples of good lesson planning, how much detail should be included, and making adjustments when needed.
  • In Module 4, we will be discussing the importance of positive interactions with parents and other school constituents such as donors and prospective parents, and challenges that can come with working in a dynamic environment of a young institution. We will also cover effective communication with parents, including addressing concerns with struggling students, informational updates, and composing report card comments that are both gracious and true.
  • This module will be focused on better understanding of realistic and age-appropriate expectations of students. The reading material will specifically address language processing speed, developmental milestones, behavioral expectations, and personal responsibility. Emphasis will be on how this information can assist in knowing how to create high expectations within reason. 
  • In this module, we will review the curriculum framework overviews in Module 2 and assess progress. Emphasis here is on what is working, what’s not, and how to make mid-year adjustments. 
  • In this module, we will be reviewing examples of larger project and substantial assignments and looking at various ways to create projects that are mindful of family life, meaningfully connected to classroom content, and realistic in terms of expectations. Guidance will be provided for writing instructions that help parents understand the scope and nature of the project.
  • Module 8 will be focused on providing reasonable review materials and time for review leading up to assessments, as well as writing meaningful assessments that can be graded in a timely fashion. 
  • We will discuss navigating the demands of teaching, taking time to rest, effective strategies for using planning periods well, completing grading on time, and when and how to ask for help.
  • We will discuss here strategies for addressing difficult challenges in the classroom and when to ask for administration to be involved. Areas of focus will be: 
    • Academic outliers 
    • Behavioral outliers
    • Parent interactions
    • Asking for help 


Grammar School Teacher Practicum 101

$ 2,499
  • SCL Member Schools receive 10% discount
  • Monthly Payment Options Available

Joining a cohort

In order to keep group sizes small, and maximize effectiveness, groups are limited in size (typically 10-12) and are offered on a first-come, first-served basis. Participants are asked to commit to the work and engagement involved.
Due to the limited size, some individuals will be waitlisted until there are enough applicants to form a new group. Also, a minimum of six participants are needed for each group to make.


Please reach out to Sarah Spencer at